Cristina Méndez-Aguado
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Cristina Méndez-Aguado has a total of 7 co-authors. Here are the top co-authors by number of shared publications:
- José Juan Carrión Martínez
Universidad de Almería
1 shared publication - José Manuel Aguilar Parra
Department of Psychology, Health Research Centre, University of Almeria, 04120 Almeria, Spain
1 shared publication - Juan Gázquez-Hernández
Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain
1 shared publication - Juan Miguel Fernández Campoy
Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain
1 shared publication - María del Pilar Díaz-López
Hum-498 Research Team, Health Research Centre, Department of Nursing Science, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain
1 shared publication - Noelia Navarro
Department of Psychology, Hum-760 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain
1 shared publication
Latest Publications
- Open Access
- 30 November 2020
- Published by MDPI AG in International Journal of Environmental Research and Public Health
- Vol. 17 (23) , 8922
An Inclusive View of the Disability of Secondary School Students
Achieving the educational inclusion of students with special educational needs (SEN) is one of the significant challenges of the current Spanish educational system. This is a group of students with a high rate of bullying that leads to academic failure, as well as significant psychological and social consequences. Despite the fact that the behaviours and psychological characteristics of their peers seem to influence the degree of inclusion, there is no detail on this subject. Therefore, the aim of this paper is to determine the relationship between emotional intelligence, psychological flexibility, prosocial behaviour and inclusive behaviour. To carry out this study, a sample of 642 students between the ages of 12 and 19 years old participated and answered four questionnaires, one for each variable under study. The relationships established were extracted from different statistical analyses and a hypothesised predictive model. The results obtained revealed that emotional intelligence is positively related to psychological flexibility and prosocial behaviour and that these, in turn, are positively related to the development of inclusive behaviour. Therefore, the importance of considering the variables under study during the teaching–learning processes carried out in the classroom is highlighted.
- 30 November 2020
- Published by MDPI AG in International Journal of Environmental Research and Public Health
- Vol. 17 (23) , 8922
Open AccessAn Inclusive View of the Disability of Secondary School Students
Achieving the educational inclusion of students with special educational needs (SEN) is one of the significant challenges of the current Spanish educational system. This is a group of students with a high rate of bullying that leads to academic failure, as well as significant psychological and social consequences. Despite the fact that the behaviours and psychological characteristics of their peers seem to influence the degree of inclusion, there is no detail on this subject. Therefore, the aim of this paper is to determine the relationship between emotional intelligence, psychological flexibility, prosocial behaviour and inclusive behaviour. To carry out this study, a sample of 642 students between the ages of 12 and 19 years old participated and answered four questionnaires, one for each variable under study. The relationships established were extracted from different statistical analyses and a hypothesised predictive model. The results obtained revealed that emotional intelligence is positively related to psychological flexibility and prosocial behaviour and that these, in turn, are positively related to the development of inclusive behaviour. Therefore, the importance of considering the variables under study during the teaching–learning processes carried out in the classroom is highlighted.